grammar and beyond workbook 4 answer key -...

Grammar and Beyond Workbook 4 Answer Key

Grammar and Beyond Workbook 4 © Cambridge University Press 2013 Photocopiable 1

Unit 1 Cause and Effect 1The Environment and You

Sentence Structure: Simple and Compound Sentences

1 page 22. V3. OBJ4. OBJ5. S

6. OBJ7. V8. OBJ9. V

10. S11. S

2 page 22. d3. c4. f

5. e6. a

3 page 32. ; however,3. , and4. ; furthermore, 5. ; as a result, or ; consequently, 6. Consequently, or As a result,

4 page 32. Some companies are going paperless. Employees send

e-mails instead of letters.3. Telecommuting is becoming popular. Working from

home saves energy.4. Telecommuting means less travel, and less travel means

less pollution.5. A hundred years ago, no one recycled. Most of us do

these days.6. In every city there are recycling facilities, so it’s easy

to recycle.

Complex Sentences

1 page 42. DC3. DC4. IC

5. IC6. IC7. IC

8. DC 9. DC 10. IC

2 page 42. if3. Since / Because4. although

5. whereas6. because / since7. Whether

3 A page 52. a. C b. E3. a. E b. C4. a. C b. E

5. a. E b. C6. a. C b. E

B page 52. c3. b4. c

5. a6. a

Common Patterns with Nouns That Show Cause

1 page 62. Another important cause of forest loss is the need for

agricultural land for crops.3. The loss of forests in richer countries is the primary

cause of large ecological footprints.4. The lifestyles in richer countries can be a root cause of

ecological problems in less well-off countries.5. Governments that focus on the obvious causes of

deforestation may miss the underlying causes.6. Economic and social policies are also leading causes of

forest loss. 7. Agriculture is probably the leading cause of

deforestation, but it is not the only cause. or Agriculture is probably not the only cause, but it is the leading cause of deforestation.

2 page 72. changes to the Earth’s climate; natural changes3. climate change has increased; our use of resources

has increased4. people should think about their actions; individuals’

actions have consequences5. making an estimate of one’s footprint can be helpful; it

can help in making changes6. many people support environmental organizations;

environmental organizations can be effective7. people participate in neighborhood cleanup days;

people are more interested in protecting the environment

3 page 72. cause of3. reason4. factor

5. reason6. reason7. factor

4 page 8Answers will vary.


Avoid Common Mistakes

1 page 82. b3. a4. a5. a

6. a7. c8. b

2 page 9

2. a; The consequences of oil spills disastrous to both

plant and animal marine life.

3. e; For example, oil that spills on the surface of the

water blocks oxygen to marine plant life.

4. b; Marine plants require oxygen to live, and cuz of oil

on the surface of the water, they cannot access the

oxygen that is necessary for survival.

5. a; When this happens, marine plants .

6. c; Oil can because birds and animals to lose their

ability to stay warm and dry; as a result, they can die.

7. d; And oil can also cause serious health problems in

fish and in their eggs.

8. c; When sea birds and animals try to clean themselves,

they may die cause the oil they consume can be

poisonous.

9. e; After an oil spill, many veterinarians are needed

to help clean birds and animals who have come into

contact with the oil.

10. a; Once they clean, the animals can be returned to the

environment.

11. d; But they are still in danger if the oil is still in

the water.

Self-Assessment pages 10–11

1. b2. c3. b

4. b5. b6. a

7. b8. a9. c

10. a11. b12. b

13. b14. c15. b

Unit 2 Cause and Effect 2 Consumer Behavior

Subordinators and Prepositions That Show Cause, Reason, or Purpose

1 page 122. PP3. PP4. IC

5. DC6. PP7. DC

8. IC 9. DC10. IC

2 page 132. because of; C/R3. so that; P4. due to; C/R5. so that; P6. because of; C/R

7. so that; P 8. because; C/R 9. so that; P10. Since; C/R

3 page 142. due to3. So4. Because5. Since

6. because of7. because8. as a result of

4 pages 14–152. c 3. c4. b

5. a6. b7. a

8. b9. c


Transition Words and Phrases That Show Effect

1 page 152. e3. g4. b

5. a6. c7. f

2 page 162. Some consumers want to be environmentally conscious.

Therefore, they look for green products. or Some consumers want to be environmentally conscious; therefore, they look for green products.

3. Businesses want to attract these consumers. As a result, they may look for green products to sell. or Businesses want to attract these consumers; as a result, they may look for green products to sell.

4. Green products are sometimes made from recycled items. Consequently, they may be more expensive. or Green products are sometimes made from recycled items; consequently, they may be more expensive.

5. Consumers may care about good prices and about the planet. As a consequence, they may have to make a difficult choice. or Consumers may care about good prices and about the planet; as a consequence, they may have to make a difficult choice.

are^

because

die^cause

Oil

because

are

^

However,


6. Safe, natural household items like vinegar can be used instead of more dangerous products. Therefore, they are also considered green products. or Safe, natural household items like vinegar can be used instead of more dangerous products; therefore, they are also considered green products.

7. There is a lot of interest in green products among consumers. Thus, businesses have responded to this aspect of the environmental movement. or There is a lot of interest in green products among consumers; thus, businesses have responded to this aspect of the environmental movement.

8. Consumer demand for green products has increased. As a result, there are more and more green products available. or Consumer demand for green products has increased; as a result, there are more and more green products available.

3 pages 16–17Answers will vary.

Common Patterns with Nouns That Show Effect

1 page 172. result3. effects4. effects

5. effect6. result / results7. effect

8. result 9. result10. effects

2 pages 18–192. b3. c4. a5. c

6. a7. b8. a

3 page 192. Consumers’ choices are frequently the result of seeing a

commercial on TV.3. Advertising on TV is known to have a significant effect

on young children.4. When children see a commercial, often the result is that

they want the item being advertised.5. Children asking their parents to purchase toys and

clothes is a direct result of seeing TV commercials. 6. Toy manufacturers are aware that advertising often has

a positive result for them. 7. One effect of advertising is that parents feel pressured

to buy items they can’t afford.8. Advertising can therefore have negative effects on a

family’s budget.



1 page 202. a3. c4. a5. c

6. b7. b8. b

2 page 21

2. b; The average rebate was $958; as a result on this,

many families had some extra money.

3. a; In 2011, the government did a study on the affects

the rebates had on those households’ spending.

4. c; According to the study, about half of the households

who received a rebate used the extra money mostly to

pay off debts because very high credit card bills and

loans.

5. b; About 30 percent of recipients spent their rebate,

which had a positive effect in the economy.

6. a; About 17 percent put the money in savings, having

a positive affect on the household, but not on the

economy.

7. d; The government also looked at the data to see

whether age or income level affected the way people

used their rebates.

8. d; People younger than 55 were more likely to use the

rebates to pay off debt; people older than 55 saved

more of the rebate.

9. d; Of people under the age of 25, only about 13 percent

put most of the money into savings.

10. b; Interestingly, the study showed that income level

had little effect of the way that people used the money.


1. a2. a3. a

4. c5. b6. c

7. c8. b9. a

10. b11. b12. c

13. a14. b15. c

of

effects

of^

on

effect

on


Unit 3 Cause and Effect 3 Social Responsibility

Present and Future Real Conditionals

1 pages 24–252. a3. a4. b

5. c6. a7. c

2 page 252. If customers appreciate its actions, a socially

responsible company is going to make a profit. or A socially responsible company is going to make a profit if customers appreciate its actions.

3. If customers care about a company’s social mission, they might choose to buy that company’s products.

4. If a company makes socially responsible decisions, it should have an impact on the community.

5. A company may decide to donate money to an organization if the organization’s goals are related to the company’s product.

6. If consumers see instances of a company’s policies benefiting the community, the company’s image is going to improve.

7. If the company causes an environmental or health problem, the company’s public image will be affected. or The company’s public image will be affected if the company causes an environmental or health problem.

8. Customers will stay loyal to a company if the company keeps its promises.

3 page 262. c; Companies3. c4. b; Companies

5. b 6. c 7. a; When

Present and Future Unreal Conditionals

1 page 262. UC3. RC4. UC

5. UC6. RC7. UC

2 page 272. h3. g4. a5. f

6. d7. b8. c

3 page 272. cleaned; would be / could be / might be3. would save / could save / might save; did4. had; would get / could get5. would say; asked6. would be / could be / might be; sponsored

7. knew; would be8. started; would work / could work

4 page 282. If the company donated money or time to community

organizations, it would / could / might be a real member of the community.

3. If the company’s owner lived in the community, she would / might be aware of some of the problems it has.

4. If the owner knew that schools in the area need donated school supplies, her employees would / might help collect them.

5. If the owner was / were interested in acting responsibly, the company would / might check all of its products to make sure they are safe.

6. If employees were encouraged to pay close attention to product safety, the company’s products would / might have a good record with consumer organizations.

7. If the company’s employee policies were always fair, many community members would / might buy its products.

8. If a lot of community members bought the company’s products, it would / could / might do well.


Common Phrases with Unless and If

1 page 292. c3. b4. a5. a

6. b7. c8. c

2 page 302. If3. not4. even5. unless

6. If7. even8. Only9. no one

3 pages 30–312. Volunteer vacations are a good way to see a new place,

even if you spend part of your time working.3. Even if you spend the days working on construction

or tutoring a child, you’ll have time to relax in the evenings.

4. Volunteering is a great idea for families with children if the children are not too young.

5. Volunteer vacations usually include sightseeing unless there are weather or security concerns.

6. Only if more people go on volunteer vacations will conditions in communities around the world improve.

7. Some people will go on vacation only if they don’t have to do any work.

8. Unless you are one of them, you should consider a volunteer vacation.



1 pages 31–322. a3. b4. c5. b

6. b7. c8. b

2 page 32

2. b; For instance, a fast-food restaurant may advertises its

charitable activities on its napkins or coffee cups.

3. c; The company would mention its environmental

policies in its advertisements if it is proud of its work.

4. a; If a company are not strong environmentally, it can

choose to highlight its fair labor policies in its public

documents.

5. e; When a company wants to become better known in

the community, it should consider sponsorships in its

core areas.

6. a; If a company make products for children, it might

choose to sponsor a children’s sports team or summer

camp.

7. e; If every company were socially responsible,

communities might see some real changes.

8. d; It’s difficult to make those changes otherwise

individuals play a role, too.

9. e; Real change can happen only if each person, and each

organization, plays a part.


1. c2. a3. c

4. a5. b6. b

7. c8. b9. b

10. c11. a12. b

13. a14. c15. a

Unit 4 Cause and Effect 4 Alternative Energy Sources

-ing Participle Phrases That Show Effect

1 page 342. avoiding the need to buy and recycle batteries3. making it unnecessary to carry adapters and batteries4. reducing their air-conditioning bills5. lowering their energy costs6. decreasing people’s utility bills 7. saving them money

2 page 352. The chemical energy in plants is passed on to animals

and people that eat them, giving them energy.3. There will always be waste from animals and plants,

offering us a good alternative to nonrenewable resources.

4. Biomass is organic material obtained from the waste of plants and animals, making it a renewable resource.

5. Energy is extracted from leftover food products such as vegetable oil and animal fats, producing biodiesel.

6. Biomass can be used instead of oil, making the world a better place.

3 page 352. thereby making 3. thereby producing 4. thereby supplying

5. thereby constituting6. thereby benefiting 7. thereby providing

-ing Participle Phrases That Show Cause

1 page 362. Living 3. Coming4. Being5. Originating

6. Containing7. Being located8. Heating

2 page 372. Not having; are3. Being; is4. Wanting; invests in

or is investing in5. Depending on; work

6. having; aren’t / are not7. having; are8. possessing; gets


4 page 382. d3. b4. c

5. g6. f7. a

Verbs That Show Cause and Effect

1 page 382. is produced3. contributes to4. be caused by5. contributes to6. is produced

7. leads to 8. led to 9. is caused by10. leads to

2 page 392. resulted from3. result in4. result from5. resulted in6. result in

7. result in 8. result from 9. result in10. result in

advertise

will

is

makes

unless


3 page 392. to3. in4. from5. to

6. from7. in8. to9. to


1 page 402. c3. c4. b5. b

6. c7. a8. c

2 page 40

2. d; They are interested in developing energy sources that

contributes to a smaller environmental footprint.

3. e; An alternative energy source that has many

advantages is solar power.

4. c; First, solar power does not contribute for air or water

pollution.

5. b; For example, no emissions of any kind result by

operating solar power plants.

6. c; Therefore, these plants do not contribute for climate

change.

7. a; In addition, the production of solar energy results of

no waste or garbage of any kind by.


1. c2. a3. a

4. c5. b6. a

7. c8. a9. b

10. b11. c12. b

13. b14. b15. a

Unit 5 Comparison and Contrast 1 Family Size and Personality

Identifying Relative Clauses

1 page 422. S3. P4. O5. S

6. P7. O8. S

2 pages 42–432. who / that are born last 3. that / which many people have 4. that / which researchers have done

5. about which many experts have strong ideas or which / that many experts have strong ideas about

6. that / which recently appeared in journals 7. that / which indicate completely different reasons 8. that / which looked at family size 9. who / that came from small families

3 page 432. who3. whose4. that 5. whom

6. that7. who8. that


5 page 442. who / that think sibling rivalry only affects young

children should be aware it can also be a problem in adulthood

3. who / that have aging parents must sometimes cooperate in taking care of them

4. who / that lives closer to the parents often has to spend the most time taking care of them

5. whose children get along well as adults tend to get the best care

6. who / that are used to making decisions need to respect the views of their younger brothers and sisters

7. who / that act as peacemakers in families may find conflict difficult

Comparatives with As . . . As

1 page 452. as tall as3. as dark as4. as recently as5. as short as

6. as quickly as7. as energetically as8. as loudly as

2 pages 45–462. He is not doing as well as he did as a child.3. Matt’s life is not as satisfying as Laura’s. 4. Matt’s relationship with his parents is not as good

as Laura’s.5. Matt is not as secure now as he was when he was

growing up.6. Laura’s life is as good now as it was when she was

growing up.7. Laura works as hard now as she did when she

was in college.8. Laura is as happy now as she was when she was in

her twenties.

contribute

to

from

to

in


3 page 462. just as much3. quite as many4. nearly as

5. not quite as6. nearly as7. nearly as


Common Patterns That Show Contrast

1 page 472. In3. between4. In5. from

6. In; to7. from8. between

2 pages 47–482. difference3. In contrast4. difference between5. Unlike6. In contrast

7. differs from 8. In contrast to 9. differ from10. difference between11. Unlike



1 page 482. c3. b4. a5. b

6. a7. b8. b

2 page 49

2. a; However, a study who the Children’s Health Research

Center published in 2008 shows that adopted children

tend to be happy and well adjusted.

3. e; The study indicated several interesting facts about the

characteristics of children who are adopted.

4. c; It showed that a significant percentage of adopted

children who has siblings were adopted along with their

brothers or sisters into the same families.

5. a; Studies who look at the mental health of adopted

children have looked at children adopted with and

without their siblings.

6. b; Most of these studies show that children are adopted

along with their siblings tend to be happier and

healthier than children who are not adopted with

their siblings.

7. c; In addition, the study showed that children who lives

with adoptive parents tend to do well in school.

8. d; According to parents who have both adopted and

biological children, their adopted children have the

same levels of achievement in school than their

biological children.

9. e; The study’s authors concluded that parents of

adopted children tend to give their adopted children

the same degree of attention as their biological

children.

10. b; Many experts agree that this is one of the most

important factors contribute to the health and welfare

of children in general.


1. b2. a3. c

4. c5. a6. c

7. a8. c9. a

10. c11. b12. a

13. b14. c15. a

Unit 6 Comparison and Contrast 2 Men, Women, and Equality

Complex Noun Phrases

1 page 52 2. gender inequality 3. successful female entrepreneurs 4. hands-on business training 5. female business owner 6. extremely attractive career change 7. flexible work schedule 8. great financial advantages

2 A pages 52–532. between3. who4. in5. expected6. owning

7. with 8. wanting 9. of 10. for11. that

B page 53 b. 3, 11 c. 6, 8 d. 5

3 pages 53–54 2. The men and the women who participated in the

survey 3. significant differences in the emotional attitudes of

men and women

which / that

have

which / that

who / that

^

live

as

that / which^


4. feelings of confidence about their financial futures 5. positive feelings about the future 6. the majority of women in the study 7. small amounts of money growing in investment

accounts 8. much larger amounts of money invested

4 page 54 2. A significant difference in gender roles 3. A recently released study 4. the belief held by previous generations or the belief of

previous generations 5. The most significant difference 6. The increasing participation of Millennial fathers 7. This popular belief 8. Equal parenting

Parallel Structure

1 page 55 2. less traditional 3. make all the arrangements 4. arranging for the food and drinks 5. host a rehearsal dinner 6. participate in the planning 7. formal 8. third weddings 9. more environmentally conscious weddings10. approach to life

2 page 56 2. the acceptance of the proposal or its acceptance 3. choosing the date for the wedding 4. the bride’s family gave the groom’s family food

and clothing 5. carried the gifts back and forth between the

two families 6. lived with friends 7. covered it with special fruits 8. the hope for many children 9. noisy10. happiness11. for his parents


Common Quantifiers

1 page 572. most3. none4. all5. Almost all

6. a few7. Some8. Most9. A great many

2 pages 57–582. much3. Most of4. no5. a few

6. little7. a few8. a great many

3 pages 58–592. slightly more3. substantially less4. considerably less5 significantly fewer

6. considerably less7. considerably more8. substantially more


1 page 592. b3. b4. c5. b

6. b7. b8. a

2 page 60

2. c; As the law states: “No person in the United States shall,

on the basis of sex, be excluded from participation in, be

denied the benefits of, or you cannot subject them to

discrimination under any education program or activity

receiving Federal financial assistance.”

3. b; Title IX applies to any educational program that

receives federal funding, including public institutions

of higher education such as colleges and universities,

and to vocational schools and it also applies to

professional schools.

4. b; Two significant benefits of Title IX are the rise in

women’s participation in athletics and the enrollment

of women in institutions of higher education

has increased, too.

5. e; Before Title IX, there were few opportunities for girls

who wanted to play on school teams or participate in

school-sponsored athletic activities.

6. d; Today, thanks to Title IX, women play on college

sports teams, female athletes receive sports scholarships,

and the rising popularity of women’s sports.

7. a; Because of the access to sports and higher education

that Title IX affords, many women now lead lives that

are healthier, happier, and they receive more rewards.


1. b2. a3. a

4. b5. c6. a

7. c8. c9. b

10. a11. a12. a

13. b14. c15. a

or be subjected

,

^

increased^

women’s sports continue to rise in popularity

more rewarding


Unit 7 Comparison and Contrast 3 Family Values in Different Cultures

Comparative and Superlative Adjectives and Adverbs

1 page 622. more diverse than3. harder than4. the least likely5. the most important

6. luckier than7. harder than8. more readily than9. the most significant

2 pages 62–632. more3. the most4. than5. as

6. Ø7. less8. the least

3 page 632. e3. g 4. f 5. c

6. h 7. b 8. a

Articles

1 page 642. Ø; Ø3. Ø; an4. a; Ø; a; a5. Ø; Ø; Ø

6. Ø; an; a7. Ø; a8. Ø; Ø

2 page 642. a3. a4. a5. the6. the

7. an 8. Ø 9. the10. a11. Ø

3 page 652. Ø3. Ø4. a5. the6. a

7. an 8. the 9. the10. an11. the

Common Expressions That Show Similarity

1 page 662. b3. b4. a

5. a6. a7. c

2 pages 66–672. Likewise3. in common4. Like

5. have something6. similar to


1 page 672. a3. b4. a5. c

6. b7. b8. a

2 page 68

2. c; The Mr. Brown has been an instructor of English here

for three years,

3. e; and now he is having a larger role in his students’ lives

by coordinating their social events.

4. d; Of course the interests of one group of students

are never same as another, so it is important to offer

different activities each semester.

5. b; Last semester, one of the most-reviewed activities

was a trip to Niagara Falls.

6. b; This shows that the most-planned programs are not

always successful.

7. e; In order to offer more variety, Mr. Brown is going to

plan a new program.

8. a; He hopes to have a more wider range of activities,

including activities to learn about American sports,

food, and holidays.


1. b2. a3. b

4. c5. c6. c

7. c8. b9. b

10. a11. c12. c

13. c14. b15. a

Unit 8 Comparison and Contrast 4 Intercultural Communication

Adverb Clauses of Contrast and Concession

1 page 702. CN3. CN4. CT5. CN6. CT

7. CT 8. CN 9. CT10. CT

the^

best

best


2 page 712. f3. e 4. b5. g

6. a7. d8. c

3 pages 71–722. Ø3. Although / Though4. While / Whereas5. while / whereas

6. while / whereas7. Ø 8. Although / Though9. Ø

Transition Words and Phrases That Show Contrast and Concession

1 pages 72–732. Businessmen’s clothing doesn’t change dramatically

across cultures. On the other hand, businesswomen’s clothing does. or Businessmen’s clothing doesn’t change dramatically across cultures; on the other hand, businesswomen’s clothing does.

3. Informal clothing is acceptable in the United States. In contrast, it may not be suitable in other countries. or Informal clothing is acceptable in the United States; in contrast, it may not be suitable in other countries.

4. In spite of trying to look professional, American women may find that their clothing is not appropriate in all international business environments.

5. Latin American and European women can wear colorful business clothing in their own countries. Nevertheless, they should wear neutral colors when doing business in East Asia and the Middle East. or Latin American and European women can wear colorful business clothing in their own countries; nevertheless, they should wear neutral colors when doing business in East Asia and the Middle East.

6. Pant suits are accepted in the United States. Conversely, they are not always accepted in Japan and the Middle East. or Pant suits for women are accepted in the United States; conversely, they are not always accepted in Japan and the Middle East.

7. Businesswomen can show their knees in the United States. However, they should not do this in Russia, India, or East Asia. or Businesswomen can show their knees in the United States; however, they should not do this in Russia, India, or East Asia.

8. Businesswomen in Russia, India, or East Asia might wear more conservative clothing instead of skirts.

2 page 732. however3. nevertheless4. Conversely5. on the other hand

6. Instead of7. On the contrary8. nonetheless9. Instead



1 page 742. c3. b4. c5. c

6. c7. a8. c

2 page 75

2. e; On one hand, this is desirable because points can be

made very quickly.

3. b; On another hand, this can get too competitive!

4. c; In contrast business conversation styles in most of

Asia are more structured.

5. c; On the contrary jumping in to take control of the

conversation is very common in these regions.

6. d; Although the rugby and basketball styles have some

similarities, such as talking when others are talking,

but there are differences.

7. e; For example, in the rugby style, one speaker may

touch the other speaker or move closer to him or her.

8. a; In the other hand, touching another person can be

seen as too personal.

9. e; Perhaps the most important thing to remember

about conversation styles is that they are generalities.

10. d; Although many people will have the style of

their culture, but there may be differences among

individuals.


1. b2. c3. b

4. c5. b6. a

7. b8. b9. a

10. c11. b12. a

13. c14. a15. c

Unit 9 Narrative 1 The American Dream

Past Perfect and Past Perfect Progressive

1 page 78 2. married; hadn’t / had not received 3. succeeded; had tried 4. had joined; joined

the other

,

^

,

^

On


5. began; hadn’t / had not experienced 6. arrested; hadn’t / had not given up 7. had won; died

2 page 79 2. had been working; decided 3. had been considering; organized 4. held; had been corresponding 5. decided; had been drafting 6. had been getting; heard 7. had been campaigning; became 8. spoke; had been questioning

Past Modals and Modal-like Expressions

1 page 802. could3. could not4. had to5. could

6. could not7. did not have to8. had to

2 page 802. b3. a4. c5. a

6. b7. a8. b

3 page 81 2. used to 3. used to / would; used to / would 4. used to / would 5. used to / would 6. used to 7. used to 8. used to / would

Common Time Clauses

1 page 82 2. ST; When Cesar was 10 years old 3. 1; After his family lost the farm 4. RP; every time a crop harvest finished 5. U; until he reached the eighth grade 6. Q; Once he was 18 years old 7. 2; Before Cesar returned to farm work 8. 1; when he became tired of their horrible

working conditions 9. RP; every time the farm workers were treated badly 10. U; until Cesar Chavez began leading them



1 page 832. c3. b4. a5. b

6. b7. b8. c

2 page 83

2. c; Every time Drew’s mother saw him writing, she had

worried.

3. d; Drew’s mother had had a boring job for years, and she

didn’t want to see Drew in the same situation.

4. a; Soon after Drew had began high school, his English

teacher noticed his talent.

5. b; She was reading students’ work for 20 years when

Drew’s clever stories came across her desk.

6. a; She had never saw stories like his before.

7. d; At the end of his junior year, Drew’s teacher suggested

that he enter his stories in a competition.

8. b; He was hoping for an opportunity like this since he

was a child.


1. b2. a3. c

4. b5. c6. c

7. c8. b9. b

10. a11. a12. b

13. c14. a15. a

Unit 10 Narrative 2 Immigration

Demonstratives

1 A page 862. that3. These . . . are4. this5. these

6. those . . . are7. Those8. this . . . is

B page 872. c3. c 4. a5. c

6. a7. b8. b

begun

had been

seen

had been


2 pages 87–882. a3. b4. a5. b

6. b7. a8. b

Common Time Signals

1 pages 88–892. a3. c4. a5. a6. b

7. c 8. b 9. b10. a

2 page 892. g3. e4. a5. h

6. b7. c8. i9. f

3 page 90 2. She settled in downtown Chicago when she first

arrived and lived there for about five years. 3. She got a job in a department store, and over the next

five years, she saved her money carefully. 4. By 2002, she had saved enough money to be able to

start college. 5. Mona worked the entire time she was in college; that

left her little time for anything else. 6. She attended college from 2002 through 2007, when

she received a bachelor’s degree in accounting. 7. When she got her first job as an accountant, her new

salary enabled her to move to the suburbs. 8. After debating the costs and benefits, she finally

bought a small house on a quiet street. 9. It was the first time she had lived in such a quiet

neighborhood, and she found that she missed the city.10. Now Mona is back in the city once again, living in her

old neighborhood near her old friends.



1 page 912. a3. a4. a5. a

6. b7. a8. c

2 page 92

2. d; I visited this museum last weekend; I wanted to see

their “living history” show.

3. a; In these show, actors play people from periods in our

city’s history; they were wearing clothes and doing tasks

from that time.

4. c; I had seen never such amazing re-enactors.

5. d; One played a recent immigrant who was working for

a married couple; this immigrant was a distant relative.

6. a; Those show demonstrated how much work it was for

new immigrants to come here.

7. b; I’m planning to visit the museum again over next few

months for its other exhibits.

8. b; The one over next two weeks is going to be

particularly interesting.

9. c; I always am interested in learning new things from

these exhibits.


1. c2. b3. b

4. a5. b6. c

7. b 8. a9. c

10. a11. c12. b

13. c14. a15. b

Unit 11 Classification and Definition 1 Job Interviews

The Passive

1 page 942. AS3. PS4. PS5. AS

6. PS7. PS 8. AS9. PS

10. PS11. AS12. PS

2 page 952. b3. a4. a5. c

6. b7. a8. c9. a

10. c11. a12. b

3 pages 96–972. c3. b4. a5. a6. c

7. b 8. c 9. a10. b

4 page 982. You will be called 3. could be delayed 4. interviews are conducted 5. You are asked to arrive

this

never^

This/That

the

^

the

^

always

^


6. You will be given 7. you may be asked; by 8. your references can be checked 9. will be considered10. Any questions about these procedures should

be addressed

5 page 992. been analyzed3. compared4. were5. associated

6. be argued7. linked8. been observed

Common Words and Phrases Used in Classification Writing

1 page 992. f3. a4. d

5. c6. e

2 page 1002. c3. b4. a5. b6. c

7. a 8. a 9. a10. b



1 page 1012. a3. c 4. b5. a

6. c7. c8. c

2 page 102

2. a; Applicants often may be asked to talk about what

they think their strong points and weak points are,

based on the position they are applying for.

3. c; It’s a good idea to give some thought to this question

if you are going to be involved on a job interview.

4. b; When you are asked about your strengths, try to talk

about the skills you have, based in your experience.

5. a; You always should be careful not to sound too proud,

but if you have good skills, you should mention them.

6. d; In some cultures it’s considered impolite to say

good things about yourself, but the interviewer will be

expecting you to do so.

7. c; One idea is to talk about any special projects you have

been involved .

8. d; You may be asked to talk about your weaknesses; in

this case, be honest but not negative.

9. b; The best answer may be one that is based as a

positive; for example, “I sometimes spend too much

time on a project because I am trying to do a good job.”


1. c2. a3. c

4. a5. b6. a

7. a8. c9. b

10. c11. b12. a

13. c14. a15. b

Unit 12 Classification and Definition 2 Your Ideal Job

The Language of Definition

1 page 1042. DD3. T4. T5. DD

6. T7. GN8. GN

2 page 1052. b3. a4. c5. c

6. a7. b8. b9. b

3 page 1062. A person who fits this idea is sometimes referred to as a

stereotypical member of the group.3. For example, a person who loves being with others and

hates being alone might be referred to as a stereotypical extrovert.

4. Putting people into groups based on these ideas is called stereotyping.

5. Treating people less well because they are members of a particular group is known as discrimination.

6. Stereotyping can be defined as a type of discrimination.7. Gender discrimination is defined as treating people

differently depending on whether they are male or female.

8. Making judgments or decisions about people based on their age is called age discrimination.

4 pages 106–1072. the six personality types are referred to as3. people who like to solve problems are called4. are defined as5. are referred to as compatible6. Incompatible people would be defined as

may often

in

on

should always

in

^

on


7. are referred to as8. they are often called theories

Appositives

1 pages 107–1082. c3. a4. b5. a

6. c7. c8. a9. c

2 page 1092. a3. f4. i5. h

6. e7. c8. g9. b

3 page 1102. She’s a good example of a social personality type

(a personality type that enjoys working with others).3. Tina does human resources work (work helping other

employees and job applicants). 4. Tina works in the Employee Relations Support

Office (ERSO). 5. Her job is full-time (40 hours a week).6. She’s a Human Resources Specialist, a mid-level

position.7. At her company, a personality assessment, the

Workplace Compatibility Inventory, is given to all new employees.

8. Tina says that the WCI – a test researched and designed by her company – helps people work together.



1 page 1112. b3. a4. b5. b

6. c7. a8. a

2 page 112

2. c; Leading people and leading change are two skills who

leaders need to have.

3. d; They are not the only ones.

4. e; Effective leaders need to be accountable, or willing to

hold themselves responsible for both good work and for

mistakes.

5. b; They need to be what are referred to as “politically

savvy”; that is, able to act appropriately according

to the internal and external politics at work in the

organization.

6. c; A leader which is not able to do this is likely to run

into difficulties.

7. b; Leaders need business acumen, which is defining as

the ability to manage human, money, and information

resources well.

8. d; Without them, it is difficult to manage an

organization.

9. a; Finally, a good leader needs to be results driven; this

means that he or she is people who meet goals and

expectations.

10. e; A person who has all of these skills is likely to be

effective at what he or she does, and a good leader.

Self-Assessment page 112

1. c2. c3. a

4. b5. a6. b

7. c8. a9. b

10. b11. a12. a

13. b14. c15. b

Unit 13 Problem–Solution 1 Food and Technology

Present Perfect and Present Perfect Progressive

1 page 114 2. Most people have already eaten GM foods. or Most

people have eaten GM foods already. 3. Have you ever seen a GM label in a supermarket? 4. Most people have never seen these labels in

supermarkets. 5. Many consumers have never been able to identify GM

ingredients. 6. Many supermarkets have not yet labeled GM foods. or

Many supermarkets have not labeled GM foods yet. 7. The government has already proposed GM food labels.

or The government has proposed GM food labels already.

8. However, this has not yet become law. or However, this has not become law yet.

2 page 115 2. has arranged / arranged 3. has released / released 4. has . . . been 5. continues

that / which

These skills

is

who

defined

these resources

someone meets


6. has increased / increased 7. has decreased 8. has become 9. provides / has provided10. started11. have become12. are / have been13. has been

3 page 116 2. have been concerned 3. released 4. is not 5. have been using 6. are using 7. has been 8. denied

4 A page 117 2. have been working 3. have grown / have been growing 4. have used / have been using 5. has employed / has been employing 6. has been taking 7. has resulted 8. has received / has been receiving 9. have been10. have offered / have been offering

B page 117Sentences 3, 4, 5, 8, and 10 have more than one correct answer.

5 pages 117–118 2. hasn’t / has not been required 3. have been used 4. have been conducted 5. have been collected 6. have been asked 7. have also been polled 8. have been invited

Common Noun Phrase Structures

1 page 1182. c3. b4. a5. c

6. a7. c8. a

2 page 119 2. the goal of / the purpose of 3. the results of 4. the majority of / a number of 5. The results of 6. The importance of 7. a number of 8. a number of / the majority of

9. The number of10. The definition of 11. The essence of

3 page 1202. b; the notion that3. b; the assumption that4. a; the fact that 5. a; the idea that

6. a; the belief that7. a; the fact that8. a; the view that



1 page 1212. a3. a4. b5. a

6. b7. a8. a

2 page 122

2. d; Organic produce is produce grown without the use

of pesticides.

3. a; There is a great deal of informations on the negative

effects of pesticides.

4. c; A number of scientist agree with the fact that

pesticides cause a variety of health problems in

humans.

5. a; For example, researches show that pesticides can

cause damage to the nervous and reproductive systems

of humans.

6. c; A number of study shows that when children are

given a diet of organic produce, pesticide levels in their

bodies drop dramatically.

7. b; In addition, most experts agree with this fact that

the use of pesticides is unsustainable.

8. d; This is because pesticides affect the soil, as well as

insects and other living creatures.

9. b; This fact that pesticides build up in the soil and

remain there for many years means that the soil is less

able to support plant life as time goes on.

10. a; There is a great deal of evidences that organic

farming practices reverse the process of soil damage,

essentially keeping it clean and healthy for generations

to come.

information

scientists

research shows

studies show

the

The

evidence



1. b2. a3. a

4. b5. b6. a

7. c8. b9. c

10. a11. c12. b

13. c14. b15. c

Unit 14 Problem–Solution 2Children and Health

Reporting Verbs

1 A page 124 2. describes / suggests / recommends 3. believe / suggest 4. recommends / suggests 5. recommends / suggests 6. describes / emphasizes 7. believe / emphasize / show 8. describes / shows 9. shows 10. believe11. believes / emphasizes12. believes

B page 124Sentence 10

2 page 1252. suggests3. believes4. suggests5. alleged6. suggests

7. demonstrates 8. claims 9. concluded10. proposes

3 page 126 2. Rosen argues that there is not necessarily a

relationship between obesity and self-esteem. 3. Rosen shows that not all adolescents who are

overweight have psychological problems. 4. Rosen emphasizes that certain cultures do not

consider obesity unattractive. 5. Rosen recognizes that certain cultures do not consider

obesity unhealthy.

Adverb Clauses and Phrases with As

1 page 1262. can be seen3. demonstrates4. shown5. demonstrated

6. shows7. points out8. illustrated9. points out

2 page 127 2. As shown in / by the chart 3. As seen in the chart 4. As the chart shows 5. As demonstrated in / by the chart

6. As the chart illustrates7. As illustrated in / by the chart8. As the chart points out

Common Vocabulary for Describing Information in Graphics

1 page 1282. declines3. can be4. decline5. sharp6. drop

7. dramatic 8. dropped 9. rapid10. rise

2 A page 1282. T3. F

4. F5. T

B page 129Answers will vary.


1 page 1292. b3. c4. b5. a

6. b7. c8. a

2 page 130

2. c; As the Lee’s 2010 study shows, children who exercised

just one additional hour per week lowered their blood

pressure.

3. c; As the Figure 1 shows, study participants lowered

their blood pressure by an average of 30 percent.

4. b; Another study demonstrates that a significant drop in

body weight by adding only 2 hours of activity per week.

5. c; As the Figure 2 shows, 100 children lost an average of

15 pounds in three months.

6. a; From this study, it can inferred that children can

achieve a steady weight loss by increasing their activity

levels only slightly.

7. b; Finally, Green’s 2011 study shows that the case of a

group of 150 children with Type 2 diabetes.

8. c; As the Figure 3 shows, by increasing their activity

levels 30 minutes per day, over half of the children in the

group were able to stop taking diabetes medication.

be^


9. d; Clearly, the study shows some very encouraging

results.

10. a; From these and other studies, it can seen that small

changes can have big results.


1. a2. c3. b

4. b5. b6. a

7. b8. a9. a

10. b11. c12. a

13. a14. b15. c

Unit 15 Problem–Solution 3Health and Technology

Adverb Clauses of Purpose and Infinitives of Purpose

1 pages 132–133 2. b. so / so that; The site 3. a. So / So that; comma necessary after minerals 4. b. so / so that 5. a. So / So that; comma necessary after deal 6. b. so / so that; The site 7. a. So / So that; comma necessary after information 8. b. so / so that

2 page 133 2. so as not to have 3. in order not to make 4. in order to cut down on 5. in order to improve 6. so as to use 7. in order to give 8. so as not to waste 9. in order not to lose

3 A page 1342. to3. So that4. so that5. so that

6. in order to7. to8. To9. so that

B page 134Sentences 1 and 2 1. What do doctors need to learn in order to

communicate with patients from different backgrounds?

2. As surprising as it may seem, some doctors do not understand that they need to smile in order to put patients at ease.

Reducing Adverb Clauses to Phrases

1 page 1352. Before starting3. Before going4. Before looking5. While searching6. While studying

7. When researching 8. When reading 9. After doing10. after finding

2 page 1362. Having had3. Having consulted4. Having spoken

5. Having received6. Having found


Common Vocabulary to Describe Problems and Solutions

1 page 1372. of3. to4. in5. to / for6. of7. by8. to9. of

10. considered11. necessary / considered12. considered13. necessary14. primary15. secondary16. possible

2 page 1382. is; limit; spend 3. is; move 4. be solved; monitor 5. becomes; is 6. should / must / may be considered; suffer



1 pages 138–1392. b3. c4. c5. b

6. b7. b8. b

2 page 139

2. a; For examples, removing the causes of stress in one’s

life and making small lifestyle changes can greatly help

anxiety sufferers.

3. c; The first step is to try to identify the causes of anxiety

so the individual can determine whether they can be

eliminated.

be^

example

that^


4. a; For examples, unpleasant working conditions and

not having enough money are two common causes

of stress.

5. d; While individuals may not be able to quit their

jobs, counseling may help anxiety sufferers, giving

them strategies so they can cope better with difficult

situations.

6. d; People with financial problems can learn money-

management techniques so they eliminate that

particular source of stress.

7. b; The problem of the anxiety can also be solved by

changing one’s lifestyle.

8. a; For examples, regular exercise and a healthy diet can

help eliminate stress.

9. c; Exercise is often relaxing, so that it alleviates stress.

10. a; Avoiding certain foods and drinks that may lead to

anxiety, for examples, caffeinated beverages and sugary

foods, can also help reduce anxiety.


1. c2. a3. b

4. c5. a6. b

7. a8. c9. a

10. b11. b12. b

13. c14. a15. b

Unit 16 Problem–Solution 4 Leading a Healthy Life

It Constructions

1 page 142 2. It might be difficult to change your diet. 3. It is possible that a diet might not work. 4. It may not be helpful to do too much exercise. 5. It seems that the first few weeks of a diet are

very difficult. 6. It might be true that some foods strengthen

our memories. 7. It is true that some vegetables do not provide

enough nutrients. 8. It appears that healthy eating improves energy levels. 9. It seems that people should eat five servings of fruits

and vegetables a day.

2 page 1432. for3. that4. to5. that6. that7. for

8. to 9. to10. to11. that12. that

3 page 1432. It appears that3. It is difficult to4. It is unlikely that5. It seems that6. It is best that7. It is possible to

8. It appears that 9. It is certain that10. It is easy to11. It is true that12. It is obvious that

4 page 1442. It has been suggested3. It is believed 4. It has been proven5. It can be shown6. It has been found7. It is thought 8. It is accepted9. It has been found


Common Transition Words to Indicate Steps of a Solution

1 page 1452. C3. B4. A

5. B6. B7. D

2 page 1462. Second3. Third4. then

5. Ø6. After that7. Last



1 page 1472. b3. a4. a5. c

6. c7. c8. c

2 page 148

2. b; For many people, it is impossible believe that our

attitudes can affect our health, but this seems to be true.

example

example

example

to^


3. a; Most people understand that it is importand to be

positive in order to be happy.

4. c; According to researchers, a positive attitude first

lowers blood pressure and than other positive effects

follow, such as healthier blood flow and heart rate.

5. d; These findings are noteworthy because it is important

to remember that heart health has a strong influence on

overall health.

6. b; Although it is impossible researchers to measure

exactly how much a positive attitude can benefit the

heart, it is definitely significant.

7. c; So, the next time you are feeling upset, remind

yourself of the results of this study, than take a deep

breath and try to relax.


1. b2. c3. a

4. a5. b6. c

7. a8. c9. c

10. b11. a12. b

13. a14. b15. b

Unit 17 Summary–Response Privacy in the Digital Age

Past Unreal Conditionals

1 page 1502. would have been; had signed 3. hadn’t opened; wouldn’t have infected4. wouldn’t have contacted; hadn’t reported 5. hadn’t spent; would have finished 6. had closed; wouldn’t have seen

2 pages 150–1522. a3. c4. c5. b6. a

7. c 8. a 9. c10. b

3 pages 152–1532. If I had recognized your number, I would have answered

the phone. 3. If you had visited only trusted websites, you wouldn’t

have gotten the computer virus. 4. If Murat hadn’t given his number to strangers, he

wouldn’t have received prank phone calls. 5. If you hadn’t clicked on strange links, you wouldn’t have

had problems.

6. If I had logged on, I would have received your e-mail. 7. You couldn’t have protected your password very well if

your e-mail was hacked. 8. If you hadn’t used your credit card online, you wouldn’t

have lost the money. or You wouldn’t have lost the money if you hadn’t used your credit card online.

9. If you had been more patient, your laptop wouldn’t have crashed.

10. If we hadn’t seen the news report online, we wouldn’t have known about the scam.


Common Phrases Used in Summary–Response Writing

1 page 154 2. A; According to the author 3. A; The author further explains 4. A; The author goes on to show 5. C; The author concludes 6. B; the author fails to address 7. B; The author does not mention 8. B; the author fails to provide

2 pages 154–1552. starts3. also says / states4. states / goes on to give5. also says / states

6. concludes7. Summing up8. fails to address



1 page 1552. b3. a4. a5. b

6. a7. c8. b

2 page 156

2. b; Valero-Preston starts out with a description of the

things that companies are concerned about.

3. c; She then explains how companies use investigators

to search for relevant information about the job

applicants.

4. a; If many job seekers had understood how their

personal comments on blogs could hurt them, they

probably would have took more time in choosing

their words.

important

then

^

for

then

starts

taken


5. b; According to the author, the job seekers must consent

to the process before anyone can look into their social

media history.

6. b; Of course, the investigators start out with the popular

social media sites, but they also search even deeper for

comments on these sites and less well-known ones.

7. c; If some applicants had known about such extensive

searches, Valero-Preston wonders if they would have

consented.

8. b; The author wraps up by reminding us that the

Internet is a public space, and anyone can search

your name.


1. b2. a3. b

4. a5. c6. b

7. c8. b9. a

10. b11. a12. c

13. b14. b15. a

Unit 18 Persuasion 1 Violence in the Media

Nonidentifying Relative Clauses in Persuasive Writing

1 page 1582. NI; According to our professor, violent movies, which

are quite popular today, have not had positive effects on many children.

3. NI; Our class spoke to Dr. Samantha Smith, who is a psychology professor, about the effects of movie violence on teenagers.

4. I; Dr. Smith says that violence which is portrayed as funny is particularly offensive to parents.

5. I; She reports that many children who are younger than 17 regularly see violent movies with older siblings or friends.

6. NI; Dr. Smith’s children, who are both between the ages of 6 and 10, are not permitted to watch violent movies.

7. NI; Dr. Henry Brown, whose mother is also a researcher, is known for conducting studies about the effect of violence on children.

8. I; Dr. Brown has found that movies which show women and children in frightening situations are extremely disturbing to many people.

2 pages 158–1592. A; Ø3. NI; whose4. NI; who5. NI; whose

6. A; Ø7. NI; which8. NI; which

3 pages 159–160 2. located in the center of campus 3. writes extensively on child psychology 4. work appears in many respected journals 5. a child advocacy organization 6. a very popular children’s television show 7. all psychology majors 8. difficult to write

4 page 160 2. Dr. Susan Smith, whose research is groundbreaking,

will be giving a lecture on media violence at this conference.

3. Captain Hero, which is a popular children’s show, is going to stop creating violent story lines.

4. Nick Robinson, who is a nationally recognized reporter, is presenting a series of interviews from the conference.

5. Theresa Filmore, who is an award-winning journalist, will be speaking at the conference.

6. Time, which is an American news magazine, will probably cover the conference.

7. Americans Against Violence, which is a grassroots community group, organized a similar conference last year.

8. Josh Willow, who is a star high school athlete and scholar, has become president of this organization.

Phrases That Limit Overgeneralization

1 page 161 2. Older people are likely to watch dramatic or comedic

movies. 3. It seems that action movies are popular with

young people. 4. People tend to hate the villain in a horror movie. 5. Comedic movies tend to be more appealing than

violent movies. 6. It appears that the action movie is the best one in

theaters now. 7. Horror movies seem to have weak plots and character

development. 8. In most cases, my favorite actors avoid roles in violent

movies. or My favorite actors avoid roles in violent movies, in most cases.

9. Young teens typically hide their fear of frightening movies.

10. Many reviewers tend to be more critical of the acting in violent movies.

11. Violent movies appear to be shorter than nonviolent ones.

12. According to one news source, parents are very worried about violence in popular movies.

2 page 1622. tend to attract3. typically cope4. mainly have5. appear not to allow

6. is likely to be7. seem to be8. appears to be9. tend to do

investigate

start / begin

concludes



1 page 1632. c3. a4. a5. c

6. a7. a8. a

2 page 164

2. a; Some of these shows include violent images or

events, can have a huge impression on young minds.

3. d; As a result, parents who are upset with the available

shows are taking matters into their own hands.

4. b; These parents use money, that can be a big motivator,

to influence advertisers.

5. a; The angry parents do not simply write e-mails and

letters, can easily be ignored or lost, but they stop

buying those advertisers’ products.

6. d; They also use social media to coordinate their

campaigns, which makes their efforts even more

effective.

7. c; These parents have opponents, but it seem that

momentum is on the side of the families.


1. c2. b3. b

4. a5. b6. c

7. a8. c9. a

10. b11. a12. c

13. a14. b15. c

Unit 19 Persuasion 2 Living in an Age of Information Overload

Noun Clauses with Wh- Words and If / Whether

1 pages 166–1672. b3. a4. a5. c

6. b7. c8. a

2 pages 167–1682. what types of learners are most likely to succeed in an

online course3. how successful they are at working independently4. what types of interactions with classmates online

students have

5. how much teacher time and attention students receive6. how many courses are available online7. which institutions consider online courses the

equivalent of traditional courses8. when taking an online course might lead to information

overload9. how successful online learners manage electronic

distractions while they are trying to study

3 page 1682. g3. a4. f5. c

6. b7. h8. e


Phrases for Argumentation

1 page 1692. OV3. AO4. R5. SI6. TS

7. OV 8. AO 9. R10. SI

2 pages 169–1702. a3. c4. a5. a

6. c7. b8. b

3 page 1702. Clearly, we are fortunate to live in an age with so many

sources of good health information.3. Naturally, access to information can lead to an increase

in awareness and therefore to an increase in good behaviors.

4. However, the huge volume of information available online can actually lead to confusion.

5. It has been argued that when people are confused, they end up not benefiting from good health advice.

6. It has been claimed that there are so many different recommendations about health that it’s hard to know which ones to follow.

7. Of course, information can be contradictory, with one source making one claim and later research claiming the opposite.

8. While it is true that there is a link between education levels and beliefs about health, good health information should be accessible to everyone.


which^

which

which^

seems



1 page 1712. b3. b4. c5. b

6. a7. b8. a

2 page 172

2. c; To answer this question, it’s a good idea to reflect on

weather you frequently feel stressed, or feel that you

can’t accomplish anything.

3. a; You may be suffering from information overload

whether you frequently feel depressed or exhausted

from staying in touch electronically.

4. d; One agency calculated that if it averaged all of its

incoming e-mails for a single week, its employees

received 250 e-mails per person every working day.

5. b; For each message we receive, we have to decide if or

not it needs an answer, can be deleted, or requires an

action.

6. c; Later, we wonder weather we might have missed

something important by acting so quickly.

7. d; It’s not known whether the constant flow of messages

is harmful; some believe that it makes us unable to

focus on important tasks, and makes us less creative.

8. a; Whether this has happened to you, you might want to

try some time management strategies.

9. d; Of course, you might ask yourself whether you would

have preferred to live in a time when people had too

little information, instead of too much.


1. a2. a3. a

4. c5. c6. a

7. c8. c9. a

10. b11. c12. b

13. b14. c15. b

Unit 20 Persuasion 3 Social Networking

Expressing Future Actions

1 A page 1742. should become3. may / might / could disappear4. may / might / could stop5. would keep6. would be willing7. may / might visit8. should affect

B page 174Sentences 1, 3, 4, and 7 have more than one possible modal.

2 pages 174–1752. intend to3. are going to4. is going5. anticipate

6. will7. are considering8. are likely

3 page 1752. seems likely3. is likely to4. consider5. about

6. intends to7. plan8. due to9. anticipate


Common Words and Phrases in Persuasive Writing

1 pages 176–1772. Advocates3. true4. argument5. Opponents6. claim7. Proponents8. support

9. advocate10. oppose11. argue12. refutes13. incomplete14. little15. illogical

2 page 1772. According to opponents of the idea3. ✓ The main argument used by proponents of the idea

is that4. The claim that laptops can distract students5. One of the main arguments against the idea of6. ✓ People who are in favor of the idea claim that7. ✓ due to the fact that students8. Opponents of the idea believe that

whether

if

whether

whether

If



1 page 1782. b3. b4. a5. c

6. c7. c8. a

2 page 179

2. c; In fact, according with a recent report, over 80

percent of colleges and universities in the United States

are using social networking sites to recruit new students

and to keep in touch with former students.

3. d; In addition, according to the same study, colleges are

now using SNSs as part of the admission process.

4. d; Proponents of using social networking sites for

college admissions argue that it helps them make

decisions when there are many equally qualified

candidates.

5. a; However, their claiming that this is a useful source of

information on prospective students is invalid.

6. d; This is because SNSs often contain false information.

7. c; For example, according for a recent study, people are

much more likely to lie online than they are in face-to-

face contact.

8. c; According for the study, people feel that they can get

away with lying online because there is no immediate

reaction to the lie, as there would be in face-to-face

communication.

9. b; Another arguing against the use of SNSs in college

admissions is that it is impossible to know who the

actual author of a site is.

10. d; False social networking pages can be created to

make false claims and spread incorrect information

about an individual.

11. c; In fact, according with a survey of admissions

officers, colleges often receive anonymous links to sites

with negative information on other applicants.

12. d; Whether these sites are genuine or not, this supports

the argument that they should not be used in the

college admissions process.


1. c2. b3. a

4. c5. a6. c

7. a8. c9. b

10. a11. b12. a

13. b14. a15. c

to

claim

to

to

argument

to

grammar and beyond workbook 4 answer key -...

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